Co-Teachers: Melissa Hood and Rachel Sheldahl Instructional Strategy: New American Lecture/Direct Instruction
TPA Approved Lesson Plan Template
Desired Results
Co-Teaching: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.
New American Lecture -To explain breathing techniques
Direct Instruction -Modeling and doing tasks together involving breathing and posture.
Learning Objective: Key Understanding(s) you intend students to obtain:
-Students will be able to understand the importance of good breath control as it pertains to singing.
-Singers will understand the effects that good breath control has on singing as well as the bad effects of poor breath control.
-Students will understand how singing is related to other activities through the breath.
Assessment Evidence
What do you want your students to know?
- Students will know proper techniques for breathing in singing - Students will know the basic components of the breathing process - Students will know the benefits of good breathing habits
Learning Objective: Key Understanding(s) you intend students to obtain:
-Students will be able to understand the importance of good breath control as it pertains to singing.
-Singers will understand the effects that good breath control has on singing as well as the bad effects of poor breath control.
Group Accountability (Formative Evaluation) How will you check to see whether your class has met your learning objectives?
- Singing as a group with correct breath control - Participation in group activity of learning breath control
What do you want students to be able to do?
-Students should be able to demonstrate proper breath control while singing -Students should be able to sing “Row, Row, Row Your Boat” with adequate breath control.
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective?
Diaphragm
How will you teach this key vocabulary to enable students to meet the learning objective?
-New American Lecture -Direct Instruction-modeling -Visual Aid
What is/are the Essential/Guiding Question(s) for this Lesson?
- How does one learn to have awareness of ones breath control and how do they manipulate it.
Materials/Resources Required:
- Laptop
SCHEDULE OF ACTIVITIES
Method/Strategy (What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Hook-youtube video (up to 1:25 marker)
Poll Students
2 Minutes 2 Minutes
New American Lecture
8 Minutes
Warm up: physical/mental (get students to move around and do a little singing)
Time: 30 min.
Co-Teachers: Melissa Hood and Rachel Sheldahl
Instructional Strategy: New American Lecture/Direct Instruction
TPA Approved Lesson Plan Template
New American Lecture
-To explain breathing techniques
Direct Instruction
-Modeling and doing tasks together involving breathing and posture.
-Students will be able to understand the importance of good breath control as it pertains to singing.
-Singers will understand the effects that good breath control has on singing as well as the bad effects of poor breath control.
-Students will understand how singing is related to other activities through the breath.
- Students will know proper techniques for breathing in singing
- Students will know the basic components of the breathing process
- Students will know the benefits of good breathing habits
-Students will be able to understand the importance of good breath control as it pertains to singing.
-Singers will understand the effects that good breath control has on singing as well as the bad effects of poor breath control.
How will you check to see whether your class has met your learning objectives?
- Singing as a group with correct breath control
- Participation in group activity of learning breath control
-Students should be able to demonstrate proper breath control while singing
-Students should be able to sing “Row, Row, Row Your Boat” with adequate breath control.
Diaphragm
-New American Lecture
-Direct Instruction-modeling
-Visual Aid
- How does one learn to have awareness of ones breath control and how do they manipulate it.
- Laptop
(What will you do? What do you expect students to do? Include set induction and closing.)
Poll Students
2 Minutes
Direct Instruction: Rachel: Pinwheel Exercise. Melissa: Straw exercise, extending tummy, hissing exercise
6 minutes